Abstract

This research aims to describe the increase of interpretive reading ability through jigsaw technique, at the preparation activity, main activity, and evaluation activity. Three-cycle classroom action research is used here. The data are in the forms of teacher-student, student-teacher, and student-student interactions. The data are collected through observation, field-note, interview, and documentation. The findings show that students’ interpretive reading ability increases after the treatment. The increase is observed at the pre-reading, whilst reading, and post reading stage. The mean scores of the first cycle is 5.90, second cycle is 6.40, and third cycle is 7.35. The students’ learning increases when the teacher emphasizes the process as well as the product, uses appropriate technique and strategy, and involves students. One of the techniques is jigsaw. Jigsaw is also one of cooperative learning strategies.